"Sing Me Back Home:" Using Country Music to Clarify Criminological Theory in Undergraduate Courses
JOURNAL OF CRIMINAL JUSTICE EDUCATION(2023)
摘要
The inclusion of music is central to early education pedagogy as an efficient means of conveying information and a mechanism for knowledge retention, yet these tools are generally omitted from higher educational approaches. Drawing on prior studies highlighting how musical assignments successfully supplemented traditional criminal justice coursework, a criminological theory course was redesigned with music as a core component. Musical selections were included and discussed in each class meeting as well as being tied to class assignments within a pilot course. Teaching techniques were refined over several semesters with the revised course framework including more student involvement, somewhat approaching a flipped classroom model whereby the instructor and students equally shared musical selections relevant to course curriculum. The instructor perceived students were more invested in the course. The professor-student dynamic also appeared to become more intimate due to both sharing music about which they were personally passionate. Further, the instructor's inclusion of crime-specific songs from older musical genres appeared to disrupt students' stereotypes associating crime with other genres and demographics. We offer a summary of the techniques for teaching a criminological theory course framed by instructor presentations of "outlaw" country music; guidance is also provided for utilizing other genres.
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关键词
criminological theory, criminology, teaching, music, musical education, teaching pedagogy, country music
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